‘Making the links'

How reorganising the curriculum

can give languages new meaning
Tara Deevoy
tara.deevoy@medway.gov.uk
Housekeeping – handouts
• Active Learning -Listening and ICT
• Active Learning - Manga characters project
• Cross Curriculum Dimension - Languages and
Business
• Dreaming a Theme - Fairytales
• Joint working - Y9 Numeracy and MFL
• Joint working - Geography and MFL
• Joint Working - History and MFL
• Joint Working - Interdepartmental Trip to France
‘Building on’ not ‘breaking with’ tradition
• language teaching has traditionally relied
on specialised learning - where young
people experience the power and the
passion of expert subject teaching
• they need to see how this specialised
knowledge can be applied
We need to consider more use of
• themed learning - where young people
experience learning that makes links
across and beyond subjects, applying
skills in relevant contexts.
• what skills? what contexts?
• student-initiated learning - where
young people are able to contribute and
pursue their own ideas and interests.
• how can we fit this with the content
of our MFL SoW?
1,400,000 UK pupils have
their own web page.
Different approaches to learning such as:
• active learning - where young people are
actively engaged in practical tasks
• problem-based learning - where young
people are presented with problems to solve
• enquiry-based learning- where young
people are encouraged to investigate
• how can we adapt our teaching to include
these styles?
Linking curriculum areas together
• cross curriculum dimensions
• themed work within languages building
on knowledge from other subjects
• joint work across more than one subject
Cross curriculum dimensions
• develop students perceptions of the
value of languages
Example
• identity and cultural diversity clip
• creativity and critical thinking
• enterprise
Working in themed units
• planning units of work based on themes
such as healthy eating, the
environment, media and advertising,
myths and legends
• topic specific vocabulary
Example
• fairytales
Planning with another department
• joint delivery?
• which elements of PoS?
• Barriers?
Spend 2 or 3 minutes listing possible
barriers to you working successfully
with another department.
Numeracy and MFL
• key objectives for KS3 provide starting point
http://www.standards.dfes.gov.uk/secondary/ke

Example
• MFL activities to support Y9 Numeracy key
objectives
• from ‘Literacy, Numeracy and Citizenship
through MFL’ Pearson Publishing
Geography and MFL
• varied activities
• liked them more than ‘normal’ French
lessons
• realised that 2 subjects are not
separate
Example
• CLIL project - Volcanoes
History and MFL
• real events inspired passion
• less able pupils supported by their
historical knowledge
• learning was more memorable
Example
• a unit of work on ‘Au Revoir Les Enfants’
EVERYTHING and MFL!
• each subject had clearly defined
objectives
• students developed skills such as
tolerance, team-work, openness to new
cultures
Example
• interdepartmental trip to France
 Reflection on next steps

Arising from today, what conversations will

you have with
- your languages team?
- your senior leadership team?
- like-minded colleagues?
For further information:

http://curriculum.qca.org.uk

http://all-languages.org.uk

kathywicksteed@tiscali.co.uk